Extra Credit

Just FYI if you haven't heard:
-if you saw the school play, "Once On This Island," and write a review for it, you can get extra credit. One page written single-spaced OR one page typed double-spaced.
-you can do one last Reading Record for Extra Credit
-you could have handed in Part 1 of your final early, got it graded, corrected it and hand it in again.

Just In Case . . .

Just in case you weren't in class next week, this is the Part 1 of your English Final. It is worth 100 points. Please read it carefully. Don't forget: to do BOTH essays, to type it, to hand it in ON TIME, to have research, to have the proper structure of an essay, etc.


English Final: Part 1
Two Essays (big surprise, right?)

Assignment: 2 three-paragraph essays

Each of your essays needs to follow these guidelines:
-Be typed and double-spaced in 12 pt. Times New Roman font.
-Have an outline for your essay (topic, thesis, reason/example, opposing view, refutation, call to action)
-Have a complete introduction, body paragraph (only one), and conclusion for each essay. MAKE SURE you follow the proper structure of an essay.
-If you have a thesis as your first sentence, I will take off 10 points.
-You should have TWO commentaries for every example.
-The back of this paper reviews the structure of an essay.
-Include at least one piece of research in your essay and cite where you got it
-Use proper grammar, punctuation, etc.
-Use respectful, essay-writing language (i.e. DON’T use “stupid,” “dumb,” etc.)
-Include a title for your essays

Your two essays are due at the beginning of class on the day of your scheduled final:
A1: Friday 22 A3: Wednesday 27 A4: Wednesday 27
B5: Tuesday 26 B6: Tuesday 26 B8: Thursday 28

Rubric for Essays:
Outline (does not need to be double-spaced) /5
Introduction /5
Body Paragraph /10
Conclusion /5
Format (typed, double-spaced, 12 pt) /5
Structure of an Essay, title /10
GUM (grammar, usage, mechanics) /5
Research /5
Total: /50
Comments:



This part of your final is worth 100 points.

Extra credit may be earned if you turn your essay in early (at least 2 days before your scheduled final), I grade it and give it back to you, and you revise it for a final draft.

Part 2 of your final will be in class during your scheduled time. Part 2 will include:
knowing the structure of an essay, grammar, punctuation, etc. If you know the structure of an essay and have been paying attention in class, you probably won’t have to study.
FYI: There will be a test the last day of classes, Friday 29th, worth at least 20 points. If you do not come, you will receive a zero for this assignment.

YOU SHOULD ALREADY KNOW THIS, BUT HERE IS A REVIEW FOR THE STRUCTURE OF AN ESSAY:

Structure of a Persuasive Essay –

INTRODUCTION: (hook the reader)
1. State/identify topic (I want to find out in the first line what I'll be reading about.)
2. Give background information (Why is this topic important?)
3. Hint at structure (Hint at what you’ll be talking about in the rest of the essay.)
4. Thesis (take a stand)

BODY PARAGRAPH(S): (In a full essay, you usually have at least 3 body paragraphs. This is the meat, the substance of your essay)
1. Topic sentence (Every other sentence in the body paragraph should relate to your topic sentence.)
2. Concrete detail/Example (this is your first point)
3. Commentary/Explanation of example (you explain your example, these are your thoughts)
4. Opposing view (address the other side)
“Some people think/believe . . .” (a good way to start out)
5. Refutation (prove them wrong, or at least point out why the other side is weak. You present the opposing view in order to refute it.)
“However/but/even though/contrary to this . . .”
6. Transition/Concluding Sentence (make your essay flow from one paragraph to the next)

CONCLUSION: (this is the last thing the reader will read, so make it count)
1. Key points in brief/summarize (review your main points)
2. Restate thesis (don't copy it exactly, say it a little differently)
3. Call to action (now what? what do you want the reader to do after they read your essay?)

**Next year, when you write a 5-paragraph essay, ONLY ONE paragraph will have the opposing view and refutation.

Vocab Test 33 This Week

A Day: the LAST VOCAB TEST (yay!) is on Thursday.
B Day: the LAST VOCAB TEST (yay!) is on Wednesday.

Vocab 33

1. defect
2. ignominious (impress your parents by using this word at dinner!)
3. asinine (this is a great word for your vocabulary too)
4. retrospect
5. pompous
6. fabricate
7. aversion
8. invincible
9. conscience
10. conscious

A Day: due on Tuesday, along with Reading Record
B Day: due on Monday, along with Reading Record

Vocab Lesson 32

1. frivolous
2. impeccable
3. despondent
4. auspicious
5. gibberish
6. flagrant
7. encroach
8. vehement
9. immigrate
10. emigrate

Structure of a Persuasive Essay - YOU NEED TO KNOW THIS!!!

INTRODUCTION: (hook the reader)
1. State/identify topic (I want to find out in the first line what I'll be reading about.)
2. Give background information (Why is this topic important?)
3. Hint at structure (Hint at what you’ll be talking about in the rest of the essay.)
4. Thesis (take a stand)

BODY PARAGRAPH(S): (In a full essay, you usually have at least 3 body paragraphs. This is the meat, the substance of your essay)
1. Topic sentence (Every other sentence in the body paragraph should relate to your topic sentence.)
2. Concrete detail/Example (this is your first point)
3. Commentary/Explanation of example (you explain your example, these are your thoughts)
4. Opposing view (address the other side)
5. Refutation (prove them wrong, or at least point out why the other side is weak. You present the opposing view in order to refute it.)
6. Transition/Concluding Sentence (make your essay flow from one paragraph to the next)

CONCLUSION: (this is the last thing the reader will read, so make it count)
1. Key points in brief/summarize (review your main points)
2. Restate thesis (don't copy it exactly, say it a little differently)
3. Call to action (now what? what do you want the reader to do after they read your essay?)

Vocab Lesson 31

1. heinous
2. mediocre
3. peruse
4. intrude
5. grapple
6. articulate
7. embellish
8. rain
9. reign
10. rein

Vocab Lesson 30

1. lenient
2. perspective
3. ostentatious
4. resilient
5. insolent
6. impart
7. somber
8. delve
9. persecute
10. prosecute

Vocab Lesson 29

1. legitimate
2. concrete
3. initiate
4. rationale
5. transition
6. indicate
7. opposition
8. sight
9. site
10. cite

This Lesson 29 and your Reading Record are DUE FIRST DAY BACK from break!!!

Vocab Lesson 28

1. discrepancy - noun - an inconsistency; a difference between conflicting facts or claims or opinions. Example: There was a discrepancy in the articlebecause they said two different things.
2. thorough - adjective - utterly complete; very careful and accurate.
3. clarify
4. analysis
5. elaborate
6. diction
7. reinforce
8. structure - noun meaning anything composed of parts arranged together in some way; an organization.
9. plain
10. plane

A Day: Vocab and Reading Record due on Monday
B Day: Vocab and Reading Record due on Tuesday

Fact/Opinion HW

Identify 5 things in 'real life' as a fact or an opinion. Write them down, classify them as either fact or opinion and explain why.
For example:
1. I was watching TV and the weather guy said it snowed 2 inches. That is a fact because it can be proven.
2. I was reading a magazine and it said that Angelina Jolie was one of the most beautiful people alive. This is an opinion because some people may think she's ugly.

So 5 of these. You can do it! Remember your goals for Term 4!

A Day: due Thursday
B Day: due Wednesday

Vocab 27

1. differentiate
2. competent - adjective - being adequate, but not exceptional; able to get the job done; having proper or sufficient skill, knowledge, experience. Example: Even though Michael Scott is kind of an idiot, he is competent enough to run the business.
3. persuasive - adjective - convincing; having the power to convince in action or belief.
4. influential
5. extensive - adjective - far-reaching; thorough; of great extent. Examples: (1) The damage from the tornado was extensive. (2) He gave an extensive amount of information in his speech.
6. refute - verb - to prove to be false or incorrect; to overthrow an argument, evidence, or proof.
7. imply - verb - to suggest or to indicate
8. infer - verb - to figure out from something; to conclude; to figure out by reasoning
9. threw
10. through

A Day: due on Tuesday (along with Reading Record)
B Day: due on Monday (along with Reading Record)

I apologize to B5 and B6 for not having the vocab lessons ready for them. If you need it, here is a reminder on what you should be doing for your vocab. This way if you ever lose your vocab lesson (or the school runs out of paper), here you go:

Word ______________ (then write it out five times): ____________________________________________________________________

Important Information and Relationships:

Define it in your own words (with help from a dictionary): ________________________

Part of speech (noun? verb? adjective? adverb?): _______________________________

Connect it/Make it personal (make it mean something to you so you'll remember it):

_____________________________________________

Memory Clue: (draw a picture so you can visually remember what the word means)

Practice Using It: (in a complete sentence that demonstrates your understanding of the word)


By the way -- you can ALWAYS do a Reading Record on a blank piece of paper too. You just need to tell me: what you read, how long you read for, what days you read, give me a response (these are listed on a previous post from last year), you sign it, and a parent/guardian signs it.

Vocab 26

Okay guys, so this is the FIRST vocab of Term 4 -- PLEASE get this done and hand it in ON TIME and COMPLETED. Remember, if you hand in your Vocab Lesson and Reading Record on time and completed, you will most likely start out Term 4 with an A in my class. That sounds good to me!

Here are the words:
1. waver
2. belittle - verb - (1) to speak of as small or important (2) to cause to seem little. For example: The bullies always made fun of and belittled the little kid.
3. obstinate - adjective - stubborn in purpose or opinion, unyielding. For example: Despite the teenager's attempts to get out of being grounded, their parents were obstinate in their decision.
4. coincide
5. acquiesce - verb - to agree to without protest. For example (think Pirates): Elizabeth Swan says, "I am disinclined to acquiesce to your request."
6. emphatic
7. complacent - adjective - pleased or satisfied
8. surreal - adjective - something that is real but it seems unreal. For example: It's surreal to me that I will be in Italy in 24 days.
9. guest
10. guessed

Vocab Lesson 25

1. administer
2. irksome
3. latent
4. repercussion
5. mundane
6. audacity
7. malevolent
8. deterrent
9. intense
10. intents

Extra Credit

Extra Credit for Term 3:
Go see the play at Rockwell, "Fortress." It plays from Wednesday night until Saturday night. If you go see "Fortress," you can write me a review -- what did you think? What did you like? What did you dislike? Would you see it again? Would you recommend it to others? Was it easy to understand? What was your favorite part? Etc.
If it's typed, it needs to be a page long, double-spaced.
If it's hand-written, it needs to be a page long, single-spaced.
The last day I'll accept these is March 20th, Friday.

Also, for this term or next term, if you bring a copy of "Mississippi Trial, 1955" by Chris Crowe, you can earn extra credit.

Important - Outsiders/Mix It Up Project

A3: Project due THIS Thursday (Mar. 12)
B5: Project due NEXT Wednesday (Mar. 18)
B8: Project due NEXT Wednesday (Mar. 18)

Parts 2 and 3 are what you will hand in. Make sure to include any and all documentation. If you need an extension, you need to talk to me ASAP, or you will not get it.

THIS PROJECT IS WORTH 60 POINTS (EACH PART IS WORTH 20), SO PLEASE DO NOT FORGET TO DO THIS! MAKE SURE YOU DO IT WELL, TOO.

Here is a copy of the paper you have already been given:

MIX IT UP!

Your Project: Create a boundary-crossing project for Rockwell or for the community. Projects must promote unity and collaboration across social boundaries. This project is part of an ongoing effort to break down social barriers.

1. Zero in. What social boundaries are hardest to cross in your school or community? Focus on a specific part of the division. For example, instead of taking on a huge problem like “racism,” focus on a particular way racism is creating divisions at school, such as racial segregation in the lunchroom. Think hard and be creative. Focus on something that NEEDS to be focused on.
2. Do your homework. Learn more about the issue you want to tackle. Research ways others have worked to create change on an issue like yours. Brainstorm to come up with original, creative ideas.
3. Create a project plan. What specific tactics will you use to raise awareness about the problem or to create change? Set goals; assign roles and responsibilities. Who will do what – when, where, and how?
4. Document your efforts Keep good notes as you go along. A record of events will help you keep track of remaining tasks, as well as the group’s accomplishments.
5. Take action. Implement your project.
6. Assess progress. Debrief after you finish your project. How’d it go? What worked? What didn’t? What should be done differently – or the same – next time?
7. Share your experiences.


Written Portion:
Reflection is an important aspect of any learning and should be used before, during, and after the project.

Part 1: Before
1. Write up a written proposal for your project: What are you focusing on? Why? What is your goal/s? How will you achieve this? What are you going to do to create change? Who is in your group? What is each person’s role? Who will do what – when, where, and how?
2. What is a social boundary you have crossed and what was its outcome?
3. What is a social boundary that you are intimidated by or afraid to cross? Why?
Part 2: During
1. Take good notes to document your effort. What are you doing? What are others doing?
2. How does it feel to be developing a project that will help you and others cross social boundaries?
3. What do you think is the hardest part about asking others to cross a social boundary? Why?
Part 3: After
1. How do you think it went? Was your project a success? Why or why not? Please explain.
2. What would you do differently next time?
3. What are the three most important things you’ve learned as a result of this project?

Thanks to www.mixitup.org. Check out this site for more great ideas!

Vocab Lesson 24

1. inevitable -adjective - bound to happen, you can't change it. Example: If you don't do your homework, it is inevitable you will fail.
2. cliche - could be an adjective or noun - an overused word, expression, or idea. Example: The excuse 'my dog ate my homework' is very cliche.
3. dissipate
4. ludicrous - adjective - so ridiculous it's funny. Example: Stephen's suggestion to watch Happy Gilmore in class was ludicrous.
5. speculate
6. acknowledge
7. alternative
8. concise - adjective - short, but to the point. Example: Even though the 2-Minute Book Report was short, it was very concise (it gave all correct and sufficient information).
9. lesson
10. lessen

A Day: Due Tuesday with a Reading Record
B Day: Due Monday with a Reading Record

Vocab Lesson 23

1. vicarious - adjective - performed, exercised, received, or suffered in place of another. Example: The mother lived a vicarious life through her daughter.
2. wary
3. ambiguous - adjective - unclear, vague, difficult to understand. Example: The child's future was ambiguous.
4. incontrovertible - adjective - too clear or certain to argue or dispute over. Example: It is incontrovertible that the sun will set tonight and will rise again tomorrow.
5. escalate
6. catastrophe
7. specific
8. placate - verb - to please or satisfy (usually someone who is upset). Example: The customers found a hair in their dinner, so the manager decided to placate them by giving them a gift certificate.
9. quiet
10. quite

Vocab Lesson 22

1. impertinent - adjective - has 2 meanings: irrelevant; rude. Example as irrelevant: In his closing arguments, the lawyer gave impertinent information. Example as rude: The impertinent teenagers were being kicked out of the 7-11.
2. disapproval
3. jilted - verb - to suddenly dump someone. Example: The poor groom was left jilted at the altar.
4. avert
5. oblivious
6. scrutinize
7. treacherous
8. tactful - adjective - having or showing a sense of what is fitting and considerate in dealing with others. Example: A tactful way of correcting someone might be to say "I think you may be mistaken" instead of saying "that's totally wrong you idiot!"
9. stationary
10. stationery

A3: due Tuesday
B5: due Monday
B8: due Monday

Vocab Lesson 21

1. nonchalant – adjective - coolly unconcerned, or unexcited; casual – Example: Some of the students are nonchalant in getting to class on time.

2. cynical – adjective – pessimistic, judgmental, looking on the negative side of things – Example: The bitter old women was cynical about life.

3. feasible – adjective - capable of being done, effected, or accomplished – The homework seemed more feasible when his partner showed up.

4. esteem

5. vivacious

6. miffed – adjective - put into an irritable mood – Example: My mom was really miffed when I got home.

7. inane – adjective – pointless; lacking sense, significance, or ideas; empty; void. Example: Class was really boring because the teacher kept on saying inane facts about giraffes.

8. charisma

9. antidote

10. anecdote

B5 and B8: Reading Record and Vocab Lesson due on Tuesday, and Sneak of the Week

A3: Project Proposal, Reading Record, and Vocab Lesson due on Wednesday

There's no Vocab Lesson due this next week (unless you didn't hand in Vocab Lesson 20 this week). There is still a Reading Record due though. A3, your "sneaky" assignment is due on Monday. A3, your Outsiders packet is due on Wednesday. B8, your interview with your parents is due on Tuesday. B5, let's finally hit 90% on Tuesday - get your Reading Records in! Have a great weekend.

Vocab Lesson 20

1. chagrin - noun meaning strong feelings of embarrassment; verb meaning cause to feel shame or humiliation. Example: To his chagrin, she said she would not go to the dance with him.
2. redundant - adjective - repetitive. Example: The little boy was redundant asking "are we there yet?"
3. signify
4. exploit - verb - to use for profit or gain, taking advantage of someone. Example: The factory boss exploited his young workers.
5. inflict
6. ample
7. pandemonium
8. proclaim
9. assistance
10. assistant

A3: due Wednesday
B5: due Thursday
B8: due Friday

Have a great long weekend! Don't forget to also get your Reading Records in!

Vocab Lesson 19

1. apathy - noun - lack of emotion, passion, or excitement; indifference; to not care. For example: Cherry explains to Pony that the Socs have apathy, they are apathetic.
2. melancholy
3. exasperate - verb - to irritate or annoy extremely. For example: The 10 children were exasperating to the mother.
4. unscathed
5. devious - adjective - sly, cunning, crafty, sneaky, improper. For example: The kid was very devious when he lied to his mom about eating the cookies.
6. preposterous
7. bizarre
8. sweat
9. sweet
10. suite

A Day: due Tuesday
B Day: due Monday

Have a great weekend!

Vocab Lesson 18

1. bewildered
2. acquit - verb - declare not guilty; to release or discharge; to free or clear
3. amplify
4. delirious
5. detrimental - adjective - harmful, causing damage. For example: Smoking is detrimental to your health.
6. potential - adjective - capable of being or becoming; possible. For example: Each one of my students has the potential of getting an A in my class.
7. reform
8. achieve
9. flour
10. flower

Vocab Lesson 17

First of all, HAPPY NEW YEAR! I hope everyone is having a terrific 2009 so far.
Here are the words for Vocab Lesson 17. This, along with your Reading Record, are due on Monday for A day and Tuesday on B day. Start Term 3 out right by handing those two assignments in. If you do, you will have a perfect grade in my class. What a way to start Term 3!

1. premonition
2. sullen
3. delinquent
4. manipulate
5. tough
6. casualty - noun. (1) one injured or killed during an accident: There were 2 casualties in the pile up this morning. (2) something harmed or destroyed by an unexpected event: All their family pictures were casualties of the fire. (3) a serious accident.
7. astute - adjective - clever, intelligent. For example: Sherlock Holmes made a very astute observation about the crime scene.
8. extinct
9. accident - noun - an event that is unexpected, usually unfortunate
10. incident - noun- an event, something that happened. For example: There was a funny incident in my B7 class today.